PENGARUH IMPLEMENTASI DEEP LEARNING DALAM KURIKULUM MERDEKA TERHADAP PENINGKATAN KUALITAS GURU DALAM MENGAJAR DI SMA NEGERI 1 ANGKOLA TIMUR T.P 2025/2026

Abstract

This study examines the effect of Deep Learning implementation within the Independent Curriculum on teacher teaching quality at SMA Negeri 1 Angkola Timur in the 2025/2026 academic year. A mixed-methods design was employed by integrating quantitative and qualitative approaches. The sample consisted of 34 respondents selected through purposive sampling. Data were collected using questionnaires, observation, documentation, and interviews. Quantitative data were analyzed using Pearson Product Moment correlation and t-test, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that the mean score of Deep Learning implementation was 64.35, with a total score of 2,188, while the mean score of teacher teaching quality was 66.44, with a total score of 2,259. The Pearson correlation coefficient was 0.777, indicating a strong relationship. This value exceeded the r-table value of 0.339. The t-test produced a calculated value of 6.99, exceeding the t-table value of 2.037 at the 5% significance level with 32 degrees of freedom. Therefore, the research hypothesis was accepted. Qualitative findings indicate that Deep Learning was implemented through group discussions, case studies, real-life contextualization, reflection, and digital learning media. These practices were associated with improvements in lesson planning, instructional strategy selection, classroom management, media utilization, and teacher reflection. The implementation was nevertheless constrained by limited instructional time, the lack of sustained specialized training, administrative workload, differences in teacher understanding, and technical limitations.